Do question prompts support students in working with peer feedback?

To benefit from peer feedback, students must engage in mindful cognitive processing of peer comments. In this study, 70 university students prepared an initial version of their term paper, revised their text based on peer feedback, and then submitted a final version of their term paper. In the experimental condition, students were supported in working with peer feedback by question prompts. Question prompts were not provided in the control condition. Students in the experimental condition reported a higher level of consideration of the received feedback, and they integrated more correct comments and less incorrect ones. However, question prompts did not result in a greater performance increase from the initial version to the final version of the term paper.